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Search Results: 1 - 10 of 114849 matches for " Pollianna Galv?o;Araujo "
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Práticas emergentes em Psicologia Escolar: a media??o no desenvolvimento de competências dos educadores sociais
Soares, Pollianna Galvo;Araujo, Claisy Maria Marinho;
Psicologia Escolar e Educacional , 2010, DOI: 10.1590/S1413-85572010000100005
Abstract: discussing the possibilities of school psychology acting in the context of education is still a theme of current reflection. the non-governmental organizations (ngo′s) arise into the scenario of the third sector as a new social sphere that approaches the civil society directly to the social demands and, in this case, to those from the educational area. at this juncture, there are the educators with professional profile yet ill-defined and not prepared for the challenges of everyday spaces to combat social exclusion. this article addresses the relevance of the continuing education of educators from the mediation of the school psychologist, based on theoretical and conceptual basis of historical-cultural psychology. initially, we offer a brief historical discussion of the first relations between psychology and education in brazil. then we present some factors that inaugurate the third sector in the country, specifically the contexts of educational ngo′s, signalizing the emergence of the professional social educator. finally we approach the possibilities for the school psychologist to act favouring the development of abilities of the educators involved in the non-formal context of education.
Assessment, Intervention and Consulting in School Psychology in Children with Autism: LAPITEA Laboratory in Brazil  [PDF]
Daniel Carvalho de Matos, Pollianna Galvo Soares de Matos
Psychology (PSYCH) , 2017, DOI: 10.4236/psych.2017.811117
Abstract: This paper presents an experience report on the implementation of the Assessment, Research and Intervention in Autism Spectrum Disorder Laboratory—LAPITEA—in a Brazilian University. The Laboratory aims to develop assessment and intervention methods for children with autism in order to establish social skills such as language, communication, imitation, motor and school repertoires, such as reading and writing, based on a multi-methodological proposal that integrates three different dimensions coming from the science of Psychology: Psychological Evaluation; Applied Behavior Analysis; and consulting and collaboration in School Psychology. The implementation of LAPITEA went through four major steps: 1) selection of children referred by NGOs from parents of individuals with autism; 2) psychological assessment for mapping children’s impaired skills; 3) psychological interventions in Applied Behavior Analysis for the teaching of language and related skills; and 4) monitoring of school inclusion of children with autism through counseling in school psychology to Brazilian elementary and middle schools. It is the focus of this article to describe the characteristics that integrate each one of the stages, including the theoretical-methodological foundation and the operationalization of the dimensions of action. Currently, eleven children are attended in the Laboratory and all show evolution with the proposal of teaching and educational accompaniment offered. The current configuration of advances in school inclusion policies in Brazil encourages the accessibility of the autistic student to the formal education system, from elementary to higher education. These aspects stimulate initiatives by Universities to create teaching, research and extension spaces that seek to corroborate with treatment and follow-up actions in school inclusion with the individual with autism and offer support to teachers of educational institutions with practices of school inclusion.
School Psychology on the Formation of the Social Educator: Assessment of the Professional Profile  [PDF]
Pollianna Galvo, Daniel Carvalho de Matos, Wirna Lima Gomes
Creative Education (CE) , 2018, DOI: 10.4236/ce.2018.92016
Abstract: In Brazilian scenario, the profession of the social educator is recent in the non-formal educative spaces, including institutions which act in benefit of the poorest segments of the population. With the intent to contribute to the discussion on the formation of the social educator, this manuscript seeks to investigate the professional profile resources of social educators from a Brazilian Non-Governmental Organization (NGO) and the possibilities of contribution from the School and Educational Psychology to the consolidation of this profession’s identity. In this study, it was utilized the theoretical-conceptual perspective of historical-cultural Psychology in articulation with the competence approach. Six social educators participated in this study. The first research step consisted of the review and expansion of the social educator’s professional profile proposed by Soares (2008) through a literature review in School and Educational Psychology and institutional visits to a Brazilian NGO, which categorizes six competence resources for the composition of the social educator’s profile: 1) theoretical and conceptual performances; 2) technical and scientific competences; 3) practical knowledge competences; 4) interpersonal competences; 5) ethical competences; 6) esthetical competences. The second step involved the application of the instrument in six social educators. The results indicated predominance in relation to the practical knowledge, interpersonal, ethical and esthetical competences. In counterpoint, the theoretical and conceptual competences and technical and scientific competences were the less evidenced ones, suggesting a profile still undeveloped through paths of initial and continuous formation specific in the field of social education. Against this challenge in research, it is understood that School Psychology may bring contributions to non-formal educative spaces of Third Sector to favor the development and consolidation of the professional identity of the social educator, of the theoretical and conceptual production on the formation and actuation of social educators, as well as the expansion of School and Educational Psychology to differentiated educative spaces.
Teaching Intraverbal Storytelling to Children with Autism and Other Cases of Language Delays  [PDF]
Daniel Carvalho de Matos, Pollianna Galvo Soares de Matos, Rosana Mendes éleres de Figueiredo
Psychology (PSYCH) , 2017, DOI: 10.4236/psych.2017.86051
Abstract: In Brazil, it is estimated that there are approximately 2 million youngsters and children diagnosed with autism and other cases of learning disabilities, a factor that has led to an increase on the demand for treatment aimed at the development of basic and academic skills, such as reading, writing, fluency in interpreting texts, recalling and retelling a story dictated by a teacher. The purpose of the present investigation was to assess the efficacy of a procedure to teach intraverbal storytelling to four Brazilian children (two autistic and two with language delays). Three stories were taught to each participant and each story comprised four segments represented by pictures and written scripts. The participants had opportunities to read the scripts with help from the experimenter if necessary and, after an interval, they had to retell the stories. During training, echoic and visual prompts were administered as corrections whenever a given child was unable to retell a given segment appropriately. Correct responses free from prompts resulted in praise and a token. After gathering a given number of tokens, the participants could exchange them for a preferred item like a toy or a favorite activity. As result, the participants were able to retell the stories correctly when compared to baseline levels. Only one was unable to retell all the segments of the third story, probably because she did not have more time to be exposed to the programming contingencies due to the period of recess from school. The results provide education professionals with specific directions for advocacy and service delivery that aim to enhance school outcomes for students with ASD.
The Establishment of Functional Play Behaviors in Children with Autism: Implications for School Inclusion  [PDF]
Daniel Carvalho de Matos, Pollianna Galvo Soares de Matos, Creuziana Xavier de Araújo, Camila Gon?alves Ribeiro, Eliane Ribeiro Magalh?es de Sousa Fortes de Melo
Creative Education (CE) , 2018, DOI: 10.4236/ce.2018.913140
Abstract: Research on evidence-based methodologies is conducted to expand skills of children with autism. Among the skills, which might be considered important for development, the literature emphasizes functional play. In many children with Autism Spectrum Disorder (ASD), the repertoire related to play is impaired and specialized treatment may address the issue by designing individualized procedures based on one-to-one interactions. Discrete trial teaching may help establishing such repertoire in a structured setting and generalization goals must be delineated to increase the likelihood with which the learned skills will emerge in new environments, such as the classroom, the home and other natural contexts. Thus, it is important that skills be shown in places where other people participate. Principles from Educational Psychology are also relevant in the advisory process to professionals related, for example, to school settings in order to favor inclusion of children with ASD to school routine and the relationship with peers. People related to these educational environments should become knowledgeable of evidence-based procedures in order to increase, with their help, generalization of previously established skills in more structured contexts. This paper assessed the efficacy of a structured intervention with functional play activities in three 4-year-old children with autism or suspect. A binder with pictures depicting actions with the components of each of four or two toy sets was used as resource to orient the target-responses of the study. Correct responses, under the control of pictures, produced access to tokens exchangeable for preferred items. Errors were corrected. Errorless performance occurred for all children with responses under the control of pictures for all and generalization with two toy sets for one. The results extended those from the previous literature and, even though the generalization to other environments such as school was not directly measured, the implications of the research to inclusion practices in the school context and development of verbal behavior were discussed.
Improvement of Conversation Skills through Script Fading in a Child with Autism Spectrum Disorder  [PDF]
Daniel Carvalho de Matos, Pollianna Galvo Soares de Matos, Ana Flávia Lima Teles da Hora, Melina Serra Pereira, Kaline Silva Azevedo
Creative Education (CE) , 2019, DOI: 10.4236/ce.2019.103035
Abstract: The script fading procedure aims to develop better communication skills of children and youngsters with Autism Spectrum Disorder in relationship with other people. The procedure seeks to incorporate cues in several contexts. Scripts may be organized in day-to-day situations of life, such as playful interactions among children and the scripts may consist in pictorial, textual or auditory stimuli. If a learner, for example, lacks conversation skills, but has good repertoire regarding textual behavior, scripts consisting of written phrases may be presented and the learner has to read them. The listener may interact with the speaker like he is emitting responses free from the control of scripts. With repetitive exposure to the contingency and the establishment of a more fluent repertoire of textual behavior, the script is gradually faded out by word removal one by one. This process continues until the learner’s responses become free from the control of the whole scripts. Previous research has demonstrated the establishment of independent performance, maintenance and generalization to different settings and listeners. The purpose of this study was to assess the efficacy of this procedure in establishing conversation skills in a child aged 9 with ASD. Textual scripts were applied to three sets of conversation. After a baseline condition, training started and the experimental control by the independent variable was established through a multiple baseline design across the three different conversation topics. Independent performance was successfully established through reinforcement of correct performance and error correction. Although the interventions were conducted in a university-based laboratory, the established repertoires generalized to the child’s school classroom and another listeners (another adult and a child). Implications to school inclusion regarding the establishment of conversation among children in school setting were discussed.
A eficácia das interven??es farmacológicas e psicossociais para o tratamento do tabagismo: revis?o da literatura
Mazoni, Cláudia Galvo;Fernandes, Simone;Pierozan, Pollianna Sangalli;Moreira, Taís;Freese, Luana;Ferigolo, Maristela;Barros, Helena M. T.;
Estudos de Psicologia (Natal) , 2008, DOI: 10.1590/S1413-294X2008000200005
Abstract: smoking cessation is associated to health benefits, because individuals who stop smoking will avoid most tobacco-related disorders. our aim was to review the most important characteristics and the efficacy of the pharmacological and psychossocial treatments available for tobacco smokers, presenting meta-analysis and randomized clinical trials fundamental conclusions. pharmacological interventions involving nicotine replacement and antidepressant use, with bupropion as the first line agent, and psychossocial interventions involving cognitive behavioral therapies and face-to-face or phone-based motivational interventions are proving to be efficacious. pharmacotherapies increase two-fold the chance of abstinence and face-to-face or phone-based psychosocial interventions increase the chance of quitting smoking in 1.5 to 2.5 times in comparison to individuals who try to quit smoking by themselves. these data support health professionals to decide the most effective treatment for individual smokers, according to the available interventions tested, their efficacy and the benefits of use.
Abuso e dependência de maconha: compara??o entre sexos e prepara??o para mudan?as comportamentais entre usuários que iniciam a busca por tratamento
Fernandes, Simone;Ferigolo, Maristela;Benchaya, Mariana Canellas;Pierozan, Pollianna Sangalli;Moreira, Taís de Campos;Santos, Vagner dos;Mazoni, Cláudia Galvo;Barros, Helena Maria Tannhauser;
Revista de Psiquiatria do Rio Grande do Sul , 2010, DOI: 10.1590/S0101-81082010005000004
Abstract: objectives: to describe the social and demographic profile of cannabis users seeking treatment and to compare differences between sex in relation to readiness to behavior change and in relation to associated use of marijuana and other drugs. method: a cross-sectional, descriptive study including a nonprobability sample of individuals who called a chemical dependency hotline. results: the sample comprised 72% male individuals aged between 12 and 25 years. the sample was composed by 85.5% used other drugs in association with cannabis. the action stage was the most frequent stage of readiness to behavior change observed, in 56% of the callers, with no differences between sex (p = 0.4). men more frequently sought treatment for the use of cannabis. conclusions: our findings allowed delineating a profile of cannabis users, so as to better guide the provision of adequate information and treatment services.
Supera??o da dureza de sementes e frutos de Stylosanthes scabra J. Vogel e seu efeito na germina??o
Araujo, Eduardo Fontes;Araujo, Roberto Fontes;Silva, Roberto Ferreira da;Galvo, Jo?o Carlos Cardoso;
Revista Brasileira de Sementes , 2002, DOI: 10.1590/S0101-31222002000100013
Abstract: this study was carried out to evaluate methods of breaking stylosanthes scabra seed and fruit hardness, separately. the methods evaluated were: control dry heat at 85oc for 10, 12, and 14 hours, immersion in concentrated sulphuric acid for five and 10 minutes, and immersion in boiling water for one minute. the germination test consisted of evaluating normal seedlings (germination percentage), abnormal seedlings, hard seeds and dead seeds. it was concluded that the best treatment was seed scarification with concentrated sulfuric acid for five and 10 minutes. in relation to fruit scarification, an immersion time longer than 10 minutes deserves further study. the dry heat treatment did not overcome the impermeabily of the seed covering layers. boiling water led to the death of more than 90% of the seeds.
Supera o da dureza de sementes e frutos de Stylosanthes scabra J. Vogel e seu efeito na germina o Stylosanthes scabra J. Vogel seeds germination as affected by breaking hardness of seeds and fruits
Eduardo Fontes Araujo,Roberto Fontes Araujo,Roberto Ferreira da Silva,Jo?o Carlos Cardoso Galvo
Revista Brasileira de Sementes , 2002,
Abstract: O presente trabalho foi desenvolvido com a finalidade de avaliar diferentes métodos de supera o da dureza das sementes e dos frutos, separadamente, de Stylosanthes scabra. Os métodos avaliados foram: testemunha, calor seco a 85oC durante 10, 12 e 14 horas, ácido sulfúrico concentrado por cinco e dez minutos e imers o em água fervendo durante um minuto. No teste de germina o, registraram-se as porcentagens de germina o (plantulas normais), de plantulas anormais, de sementes duras e de sementes mortas. Concluiu-se que o melhor tratamento foi a escarifica o das sementes com o ácido sulfúrico, independente do tempo de imers o; para escarifica o dos frutos, um tempo de imers o superior a 10 minutos deve merecer posteriores estudos. O calor seco n o superou o problema da impermeabilidade da cobertura protetora e a água fervendo causou a morte de praticamente todas as sementes. This study was carried out to evaluate methods of breaking Stylosanthes scabra seed and fruit hardness, separately. The methods evaluated were: control dry heat at 85oC for 10, 12, and 14 hours, immersion in concentrated sulphuric acid for five and 10 minutes, and immersion in boiling water for one minute. The germination test consisted of evaluating normal seedlings (germination percentage), abnormal seedlings, hard seeds and dead seeds. It was concluded that the best treatment was seed scarification with concentrated sulfuric acid for five and 10 minutes. In relation to fruit scarification, an immersion time longer than 10 minutes deserves further study. The dry heat treatment did not overcome the impermeabily of the seed covering layers. Boiling water led to the death of more than 90% of the seeds.
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